David W. Rudge and Eric M. Howe 2004, Incorporating History into the Science Classroom The Science Teacherp. 52-57 The article was about including history in science lessons to force students to own their educations.The example the article used was the malaria and sickle-cell anemia partnership in Africa.To start the lesson you teach your students the different conditions that promote genetic mutation and evolution.Then you show them a map of Africa outlining the strangely high levels of sickle-cell in the population.You have your students form hypothesis as to why sickle-cell is so high in Africa. You students will most likely conclude it is due to genetic isolation and inbreeding much like scientist in the 50’s did.The next day you introduce the map of the levels of malaria and have your students compare that to the sickle-cell map.Your students will likely conclude that there is a positive aspect to sickle-cell as it pertains to immunity from malaria.The students will then better understand the current model for Africa and sickle-cell.This lesson makes students own their new knowledge and helps them to understand that science is always changing.
The article was about including history in science lessons to force students to own their educations. The example the article used was the malaria and sickle-cell anemia partnership in Africa. To start the lesson you teach your students the different conditions that promote genetic mutation and evolution. Then you show them a map of Africa outlining the strangely high levels of sickle-cell in the population. You have your students form hypothesis as to why sickle-cell is so high in Africa. You students will most likely conclude it is due to genetic isolation and inbreeding much like scientist in the 50’s did. The next day you introduce the map of the levels of malaria and have your students compare that to the sickle-cell map. Your students will likely conclude that there is a positive aspect to sickle-cell as it pertains to immunity from malaria. The students will then better understand the current model for Africa and sickle-cell. This lesson makes students own their new knowledge and helps them to understand that science is always changing.
Ryan Feeney
The articlethe article